Blooms Taxonomy

Competence
Knowledge

Skills Demonstrated
Observation and recall of information including dates, events, places, major ideas and mastery of subject
matter - Remembering previously learned materials.
Question Cues:
cite

label

name

reproduce

define

list

quote

pronounce

identify

match

recite

state

Comprehension Ability to understand information, grasp its meaning, translate it into next context; interpret facts, compare,
contrast; and to order, group, infer causes and predict consequences and grasp the meaning of material.
Answers: who? what? when? where?
Question Cues:

Application

alter

discover

manage

relate

change

explain

rephrase

substitute

convert

give examples

represent

summarize

depict

give main idea

restate

translate

describe

illustrate

reword

vary

interpret

paraphrase

tell why

express

Ability to use information, methods, concepts, theories in new situations; solve problems using required
skills or knowledge; use learned material in new and concrete situations
Questions Cues:
apply

discover

manage

relate

classify

employ

predict

show

compute

evidence

prepare

solve

demonstrate

manifest

present

utilize

direct

Analysis

Ability to see patterns, organization or parts, identify components and recognize hidden meanings; and to
to break down material into its component parts. Answers: how many? which? what is?
Question Cues:
ascertain

diagnose

distinguish

outline

analyze

diagram

divide

point out

associate

differentiate

examine

reduce

conclude

discriminate

find

separate

designate

dissect

infer

determine

Ability to use old ideas to create new ones; generalize from given facts and relate knowledge from several
areas; predict, draw conclusions; and to put parts together to form a new whole. Answers why?

Synthesis

Question Cues:

Evaluation

combine

devise

originate

revise

compile

expand

plan

rewrite

compose

extend

pose

synthesize

conceive

generalize

propose

theorize

create

integrate

project

write

design

invent

rearrange

develop

modify

Ability to compare and discriminate between ideas; assess the value of theories and presentations; make
choices based on reasoned argument; verify value of evidence, recognize subjectivity; and to judge the
value of material for a given purpose Answers how can we improve? What would happen if?
Question Cues:

appraise

conclude

critique

judge

assess

contrast

deduce

weigh

compare

criticize

evaluate

Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational
goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.

Web Resources:
Student Objective Helper: http://www.teachopolis.org/myTA/forms/Inst_obj2.htm
Verbinator: http://www.studenthub.org/new/index.html select the verbinator from the resources list.

Alternative Approaches to Bloom

Provided by Sharon Gillins
A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)

This taxonomy, or classification of learning behaviors, can be thought of as the goals of the learning
process or student learning outcomes. In other words, when students complete a class, they will acquire
certain knowledge, attitudes or skills. Although Blooms Taxonomy of Learning Behaviors is most often
associated with cognitive outcomes, community college courses may include SLOs in one or all of the 3
major learning domains.
Use the following chart to assist in developing and writing SLOs for your class. You may select from the list
of suggested verbs for each learning activity or generate similar verbs based on your course content and
desired learning outcomes. The SLOs you develop will follow the basic stem in the Course Outline of
Record, Upon successful completion of the course, students should be able to:. The verbs you
use in the SLO should be in the present tense, (write, develop, create, demonstrate). When you read the
stem, followed by the SLO you have written, the entire statement should make a complete sentence that is
grammatically correct. E.g. Upon successful completion of the course, students should be able to:
- Write an essay that...
- Develop a menu that

COGNITIVE DOMAIN
involves knowledge and the development of intellectual skills; includes the recall or recognition
of specific facts, procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are 6 main categories covering the acquisition of knowledge.
Category
Skills
Sample Verbs for SLOs
Knowledge Remembering previously
list, define, tell, describe, identify,
Recalls data or
learned materials
show, label, collect, examine,
information
observation and recall of
information
knowledge of dates,
events, places
knowledge of major ideas
mastery of subject matter
ComprehensionUnderstands the
meaning; state a
problem in one's
own words.

interpret facts, compare,

contrast
order, group, infer causes
predict consequences

summarize, describe, interpret,

contrast, predict, associate, distinguish,
estimate, differentiate, discuss

ApplicationApplies what was

learned in the
classroom into
novel situations
in the work place.

Analysis Separates
material or
concepts into
component parts.
distinguishes
between facts
and inferences.
Synthesis Builds a structure
or pattern from
diverse elements

Evaluation Makes judgments

about the value
of ideas or
materials.

use information
use methods, concepts,
theories in new situations
solve problems using
required skills or
knowledge

apply, demonstrate, calculate,

complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment, discover

seeing patterns
organization of parts
recognition of hidden
meanings
identification of
components

analyze, separate, order, explain,

connect, classify, arrange, divide,
compare, select, explain, infer

use old ideas to create

new ones
generalize from given facts
relate knowledge from
several areas
predict, draw conclusions

combine, integrate, modify, rearrange,

substitute, plan, create, design, invent,
compose, formulate, prepare,
generalize, rewrite

compare and discriminate

between ideas
assess value of theories,
presentations
make choices based on
reasoned argument
verify value of evidence
recognize subjectivity

assess, decide, rank, grade, test,

measure, recommend, convince,
select, judge, explain, discriminate,
support, conclude, compare

AFFECTIVE DOMAIN
Includes feelings, values, appreciation, enthusiasms, motivations, and attitudes.
There are 5 main categories covering the development of attitudes.
Receives
identifies, locates, names, points to,
listens to others with
Phenomena
selects, sits, erects, replies
respect
shows attention
remembers the names of
and awareness
newly introduced people
Responds to
answers, assists, aids, complies,
participates in class
Phenomena:
conforms, discusses, greets, helps,
discussions.
participates
labels, performs, practices, presents,
gives a presentation.
actively
reads, recites, reports, selects, tells,
asks questions in order to
writes
fully understand.
knows and practices
safety rules.

Values: assigns
appropriate worth
to a particular
object,
phenomenon, or
behavior.

Organization:
Organizes values
into priorities

Internalizes
values Uses a
value system that
controls behavior.

demonstrates belief
system
is sensitive towards
individual and cultural
differences (value
diversity).
shows the ability to solve
problems.
proposes a plan to social
improvement
accepts responsibility for
ones behavior.
explains the role of systematic
planning in solving problems.
accepts professional ethical
standards.
prioritizes time effectively.

initiates, invites, joins, justifies,

proposes, reads, reports, selects,
shares, studies, works

adheres, alters, arranges, combines,

compares, completes, defends,
explains, formulates, generalizes,
identifies, integrates, modifies, orders,
organizes, prepares, relates,
synthesizes

acts, discriminates, displays,

shows self-reliance when
influences, listens, modifies, performs,
working independently.
displays the ability to work practices, proposes, qualifies,
questions, revises, serves, solves,
cooperatively in a group
verifies.
uses an objective
approach in problem
solving.
displays a professional
commitment to
ethical practice.
revises judgments and
changes behavior in light
of new evidence.
values people for what
they are, not how they
look.
PSYCHOMOTOR DOMAIN
includes physical movement, coordination, and use of the motor-skill areas.
There are 7 main categories covering skill development.
Perception: The
chooses, describes, detects,
Detects non-verbal
ability to use
differentiates, distinguishes, identifies,
communication cues
sensory cues to
isolates, relates, selects
using the senses and
guide motor
spatial relationships
activity.
Set: Readiness
begins, displays, explains, moves,
Knows appropriate
to act
proceeds, reacts, shows, states
response and has the
using mentally,
physical, mental and
physically, and
emotional capability to act
emotionally,
Recognizes ones own
abilities and limitations

Guided Response:
learning a complex
skill through
imitation, trial and
error and practice; an
early step in skill
development.
Mechanism: learned
responses have
become habitual and
the movements can
be performed with
some confidence and
proficiency; an
intermediate step in
skill development

Executes a skill or task as

demonstrated
Follows directions to
complete a process

copies, traces, follows, react,

reproduce, responds

Executes a skill or task

without prompting

assembles, calibrates, constructs,

dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches

Complex Overt
Response:
skillful
performance of
motor acts that
involve complex
movement
patterns

Operates equipment
efficiently
Displays competence in
physical skill

Adaptation: Skills
are well developed
and the individual
can modify
movement patterns
to fit special
requirements.

assembles, builds, calibrates,

constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches; additionally
includes adverbs or adjectives that
indicate that the performance is quicker,
better, more accurate
adapts, alters, changes, rearranges,
reorganizes, revises, varies.

Origination:
Creating new
movement patterns
to fit a particular
situation or specific
problem.

Responds effectively to
unexpected
circumstances.
Performs a task with
equipment or machine
that it was not originally
intended to do (machine
is not damaged and there
is no danger in performing
the new task).
arranges, builds, combines, composes,
Uses creativity and
constructs, creates, designs, initiate,
ingenuity to develop
makes, originates
original methods or
techniques

Information adapted from http://www.coun.uvic.ca/learn/program/hndouts/bloom.html and http://www.nwlink.com/~doncla

Verbs Requiring Cognitive Outcomes, Provided by Bonnie Pavlis

Critical Thinking

Synthesis
Analysis
Application
Comprehension
Knowledge
define
repeat
record
list
name
relate
underline
recall
inquire
record
recognize
match
memorize
select
distinguish
identify
label

translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
change
rearrange
give example
illustrate
comment
transform
demonstrate
infer
generalize
interpret
summarize

distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize
discriminate
deduce
put into list
describe
classify
categorize

interpret
apply
emply
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
organize
reconstruct
solve
transfer
generalize
choose
classify
calculate

compose
plan +
propose
design +
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare
solve +
produce +

Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
consider
conclude
weigh
criticize
assess

Knowledge
Recall:

To remember previously learned material.

Comprehension:

To grasp the meaning of the knowledge being learned and be able to

paraphrase or explain it.

Application:

The ability to use learned information and materials.

Analysis:

The ability to break material down into its elements or parts so that its
organizational structure may be understood.

Synthesis:

The ability to combine previous experience with new material to form a

structure.
Makes judgments about the value of ideas or materials.

Evaluation:

Verbs Requiring Affective Outcomes

Charterization
Organizing
Valuing

codity
descriminate
display
favor
judge
order
organize
relate
systematize
weigh

Responding
Receiving
accept
attend
develops
realize
receive
recognize

behave
complete
comply
cooperate
enjoy
examine
obey
observe
respond
tolerate

balance
believe
defends
devote
examine
prefer
pursue
seek
value

internalize
(Formal
instruction does
not address)

Receiving:

Awareness, willingness to receive, and controlled attention.

Responding:

Compliance in reacting to a suggestion, willingness to respond, and

satisfaction in response.

Valuing:

Accepting a value as a belief, indication of preference for the value, and

commitment.

Organizing:

Conceptualization of a value in abstract or symbolic terms and organization of

a value system.

Characterization
of an internally
consistent value
system:

The individual acts consistently in accordance with the values he/she has
internalized.

Verbs Requiring Psychomotor Outcomes

Perception
distinguish
hear
recognize
relate
see
sense
smell
taste
touch

Set
physicaladjust
locate
place
position
prepare

Guided
response
copy
demonstrate
determine
discover
duplicate
imitate
inject
repeat

Mechanism
adjust
build
illustrate
indicate
manipulate
mix
set up

Complex
overt
response
calibrate
coordinate
maintain
operate
operate

Adaptation
adapt
build
change
develop
supply

Origination
construct
create
design
produce

Perception:

Involves sensitivity to a situation object, or relationship that normally leads to

action.

Preparation:

Involves readiness to perform.

Orientation:

Involves the discovery and/or decision of the response(s) which must be

made.

Pattern:

Involves a learned response that is habitual; presentation is smooth and the

presenter has confidence in his ability.

Performance:

Involves a complex motor action, carried out with a high degree of skill.